外研版(一起)一年级英语下册教案Module9Unit1(2)
Module 9 Unit 1 I don’t like meat.
Title
课题
NSE Book 2 Module 9 Unit 1 I don’t like meat.
Aims
教学目的
1.运用所学知识掌握运用主要句型“I don’t like……”
2.能运用所学自如的谈论对事物的喜好。
Re-preparation
Feed Back
教学反馈
3.通过形式多样的活动使学生乐于使用英语交流。
Focus
教学重难点
重点句型：“I don’t like……”“.…..for you.”
三会单词：rice noodles meat sweet
Aids
教学准备
(1)CAI
(2) picture
(3)task-based teaching method
2.Show the action and the new sentence “I don’t like……” this sentence.
Drills and practice
Play the tap.
Show the text then ask
”What are thep again :“Listen point andrepeat inspect the question”
Play the tap again
(Imitate the intonation and act it out)
IV. Further Development
1. Get class to act the dialogue.
2.Do the Activity Book
3.Play the game “ Dub the cards” Competition
Play the CAI about food then ask” what can you see?”
III. Listening & reading Activities
1.Show the new words
Drills and practice
（If the answer is right then I'll say:"……for you"）
Teaching Process
教学过程
Teacher’s Activity
I: Warming-up and Revision
1.Sing a song
2. Review the words about colour sport animal……
The sentences “I like……”
II. Leading-in
Then Listen point and repeat. Inspect thequestions.
Work in pairs
(Carry on my advice with their partners.)
Act the dialogue.
Do some exercises.
Draw the “happy face or sad face” and say
Review the words and sentences.
Try to answer
Learn the new words
Game:
What’s missing?
Guess:
What’s the meaning about this sentence?
Listen point and try to answer
4. Activity :”statistics”
V. Homework
Make a picture about “like” or"don’t like".Then talk about this picture with your parents.
Students’ Activity
Sing a song
外研版(一起)一年级英语下册教案Module9Unit1(1)
T: Who’s your good friend?
S1: My good friend is…
T:老师请他的好朋友S2上台，并挑出他所喜欢的食物
T: Yes, he likes soup.
11. T: Let’s have a competition:T: There are five children.他们也有自己喜欢的食物和不喜欢的食物。小朋友能不能用你们手中的笑脸、哭脸替他们表达？他们喜欢的请你们举笑脸、他们不喜欢的请你们举哭脸，比一比哪一组小朋友最快？Listen and show the happy face or the sad face.
外研版（一起）一年级英语下册教案
Module 9 Unit 1 I don’t like meat.
课题
Module9
教学内容
Unit1Idon’t like meat.
教学目标
a)能听懂、会读、会说noodles, meat, fish, rice, soup
b)能听懂、会读、会说What do you like?
板书设计
Module 9Unit 1I don’t like meat.
What do you like? Lingling (食物的图片)
He likes…Sam
She likes …Amy
具体教学过程
一、Warming up
1. Greeting:
2. Have a chant:Mum, mum, mum, a mango please…
一年级英语下册 Module9教案 外研版(一起)
教师热情的与学生打招呼
并问候
T：Hello! Everyone! How are you? Nice to meet you。
将所有有关运动、动物、颜色的卡片
一一出示。
复习单词，并且问学生：What sport /animal/colour do you like?
出示一个钟，将指针拨至12：00。
告
诉学生：“It’s time for lunch.”教师在黑板上画出一个大
大的餐桌。
画好后，问学生：“What do you like for lunch?”
教师将学生回答的食物贴在“餐桌”上，在句子中，情景中教授新词：rice, noodles , meat
将所有食物图片集中贴在黑板上，突
然拿掉一个问学生：“What is missing
然后教师就拿出刚刚拿掉的图片对
反映快的学生说：“…for you .”
并引导学生说：“Thank you .”然
后问学生是否喜欢这些东西，如果不
喜欢，该如何回答呢？下面我们来学
习课文。
MODULE9 Unit2 教学设计
外研版初中一年级下册Module9Unit2 Goldilocks rushed out of thehouse 教学设计一课前延伸预习内容一、学会P159 Module9 中P58的十个单词。
二、试翻译课文，并从课文中找出下列短语want to do…sit downwalk into… .be asleep/fall asleepin pieceslook in…point at sbthere be…be around sbjump out of …hurry out of …return to somewhere三、熟读P150 Module9 一般过去时（2）（目的：了解一般动词过去时的构成、变化规则及否定形式）四、搜集有关的童话故事并欣赏。
预习自测一、根据图中动作或状态提示写单词1、————2、—————— .3、——————4、——————二、英汉互译短语1、jump out of2、走进_________3、point at sb.4、匆忙赶出去_______三、翻译句子1、My chair is in pieces.___________________ .2、Very soon she was asleep _______________.小组评价请小组长快速核对组员的答案，并在对应图示旁给出这一环节的评价。
Great! （）Good!（）Come on!（）二、学习目标【知识目标】1、 Master the words and the useful phrases.掌握本单元单词及重要短语。
2、Master the past tense 熟练掌握含有实义动词的一般过去时的用法。
3、与朋友能利用一般过去时态谈论过去发生的事情。
【技能目标】1、能读懂简单的故事，明白主要的人物、事件以及情节。
2、能简单复述金凤花姑娘和三只小熊的故事。
【情感目标】通过阅读童话故事提高对英语的学习兴趣、感受学习的乐趣。
一年级下学期外研英语教案M9 Unit 1-2
Module 9 Unit 1 I like football.一、教学目标句型：I like ...I don't like ...We like ...They like ...单词：lion, like, them, all, play, together, with二、教学重点、难点I like ... /I don't like ...We like ... /They like ...三、教学过程Step 1 Warming up1. Greeting: Free talk.2. Game: Listen and do.Step 2 PresentationT: What’s the weather like today?S: It's sunny.T: What can you do on a sunny day? Let’s play on such a sunny day. Look! What’s this? (出示课件Play football)S: Football.T: Do you like football?S: Yes, I do. I like football.T: Right. Let’s play football. What other things can we do?S: Basketball. Ping-pong. Swimming.(每一副图都用Do you like ...?来提问。
并教Let’s play together.)T：教together. (发音、拼写)（出示课件）Now boys and girls, Look at the screen. What do you like?S: I like ...T: Let's play with your friends, OK? 教授with（发音、拼写）T：Look at the screen. It's a sad face. It means don't like.(看图教I don't like ...)Competition: Show the pictures. When students see it, stand up and say I don't like ... （获胜组将获得奖励）Step 3 New teachingT: What do you like?S: I like ...(让生出来对学生说We like ...) Who likes ..., too? Please stand up. Say We like ...（教生说We like ...并讲解意思）T: What do you like?S: I like ...T: I don't like ... Who likes ..., too? Please stand up.T: They like ... (教生说They like ...并讲解意思)（出示图片让生说I like ... We like ...They like ...）ChantFootball football I like football.Basketball basketball We like basketball.Ping-pong ping-pong They like ping-pong.Swimming swimming Go go go.Step4 TextToday Panpan and his friend want to play football. Let's listen and talk about it.1. Listen and fin d “like”.2. Listen and find “like” sentence.3. Read it.Step 5 SummaryToday we have learnt new words. Let's read them. (lion, like, them, all, play, together, with)We have also learnt how to say I like ... or I don't like ... So please tell me what you like or don't like.Step 6 Homework1. Tell your families what you like or don't like.2. Read the text.五、板书设计Module 9 Unit 1 I like football.I like ...I don't like ...We like ...They like ...。
外研版小学英语(新标准一起)一年级下册M9教学设计
多数学生能够用所学知识与他人交流自己喜欢的事物。
情感态度目标：
所有学生能够与他人积极合作，完成学习任务。
教学重点及难点
1.所有学生能够掌握对话大意。
2.多数学生能够模仿对话并用重点句型like…和What’s your favourite...谈论兴趣爱好。
教学辅助
学生用书、活动用书、CD-ROM、PPT、迷你书
《英语》（新标准）（小学一起）一年级下册M9教学设计
教材分析
本模块包含两个单元Unit 1 I like football.和Unit2 What’s your favourite sport?
第一课时是用like…这一结构说明喜好，包括四部分：1)Listen and chant.2)Listen, point and find “like”.3)Listen and say.4)Practise.课文的情景是熊猫Panpan和朋友们互相介绍各自喜欢的体育活动，他们发现大家都喜欢足球，就决定一起去踢足球，但是当Panpan想打开书包把自己的足球拿出来时，却发现书包破了一个洞，足球不知道哪里去了。
本课的难点like...是学生第一次接触介绍自己和他人喜好的表达方式。学生初次接触第一人称I是在一年级上册中，经过多语境的学习已经掌握其用法，在一年级下册Module 7 Unit 1 There is a cat in the tree.中初步感知了we的意义，在Module 5 Unit 1 They’re cows.中，学生学习了they的用法，但是多人称在语境中的应用，特别是在表达喜好中的应用在本课中是第一次接触。另外，Unit1故事情景中的关于运动的词汇，在Module 8 Unit 2 There are two footballs under my desk.有所涉及。本课的Listen and chant.部分的主题是通过动物的形态各异体验对动物的喜好之情，包含的内容在Module 6Unit 1 These snakes are short.中有过初步的接触。
小学英语外研版一起一年级下册M9
【课后作业】
１.Read P50 Unit 1 Activity 2 three times(读课本５０页第一单元活动２三遍）.
4.Ask:How about Panpan?出示幻灯片.引出课文。
【课文教学】
告诉学生今天Panpan和他的朋友们也想去踢球，我们一起看看他们都谈了什么？看视频，读对话。回答问题：“Is the football in the bag?”
1.播放视频，要求学生边听边看，根据动画只要能听懂课文大意回答出问题即可。
教学活动过程
教学调整
基本教学过程
【热身复习】
师生互相热情问候：
T：Good morning, girls and boys. How are you?
S：Good morning, teacher. I’m fine, thank you. And you?
T：I’m fine, thanks. Let’s sing a chant.学生边唱边表演
2.学生大声跟读。
3.学生看书听录音，跟读模仿。
4.将学生分组，分别扮演相应的熊猫。读课文练习。
【课堂拓展】
1、Ask:Where is the football?Do you know?The students guess.Then tell them the football is across the river.做游戏，采石头过河，帮盼盼取球。练习句型I/We/They like…
教学目标
1.语言知识目标：全体学生初步运用：句型I like football.部分学生初步运用：Play, with ,together,
外研社第一册第九模块第一单元教学设计
外研社第一册第九模块第一单元教学设计一、知识目标：1、能听、说、认读单词：father mother grandpagrandma brother sister doctor2、会用句型 This is my ..介绍自己的家庭成员。
二、技能目标：1、能熟练运用句型 This is my ..介绍自己家庭成员。
2、能够运用第三人称 He's.../she's..简单介绍家庭成员。
能够正确区分男女，在语句学习中复习巩固be动词中is 的用法。
三、情感目标：1、培养学生积极与别人交流的能力，能用英语介绍自己的家庭成员。
2、培养学生尊敬父母、尊敬老人的良好品质。
3、鼓励学生能够积极参与,大胆表达,营造一个轻松愉快的学习氛围。
四、教学重点、难点1、重点：能够熟练运用句型This is my…He is .../ She is...2、难点：He 和She 的用法。
五、教学准备：家庭成员的照片教学过程：一、激趣导入播放录音rhymeThis is mother panda and fatherpanda,too.Grandma,grandpa,brother,sister all in the zoo.学生看课本照片，用手指出照片中对应的人物，让学生初步理解人物之间的关系。
（设计意图：激发学生的学习兴趣，让学生在轻松的氛围下学习。
）二、任务呈现今天我们走进Sam 的家，看看他们家都有哪些人。
1、播放课文录音，学生边听边指课文图片。
2、播放第二遍录音。
学生对照课本图片跟读，感知课文大意。
3、用单词卡片出示新单词，让学生跟录音机读，速度放慢一点，注意发音，然后利用各种形式读，熟记单词。
4、逐句播放课文录音，学生跟读，让学生把每个单词读准，明白每一句话的意思。
5、全班分成六个小组，拿出准备好的家庭照片，用学到的知识向同学介绍你的家人。
Thisismyfather/mother/sister…..每个小组选出一名说得好的学生，到讲台上展示。
小学英语外研版一起一年级下册M9
【课文教学】
告诉学生今天Panpan和他的朋友们也想去踢球，我们一起看看他们都谈了什么？看视频，读对话。回答问题：“Is the football in the bag?”
1.播放视频，要求学生边听边看，根据动画只要能听懂课文大意回答出问题即可。
5.接下来问下一个学生“What about you？”学生不明白就在重复一遍“What’s your favourite colour？”如此几遍，学生就会明白“What about you？的意思。当学生试着学学整句：“My favourite colour is…
6.学习课文回答问题
What’s the boy’s/girl’s favourite colour?
3.情感态度：正确表达自己的喜好。
教学重难点
1.教学重点：句型I like football.
2.难点：We like football. They like football.
3.从认识基本的单词开始，进而学习句型，最后学生学会用I like…表达自己喜欢的活动或物品。
课前准备
ppt，篮球，足球，动物图片等
S1: Nice to meet you, too.
2.导入新内容：
T：Do you know the Hongshan Zoo?
Ss: Yes.
T: Let’s go to the zoo and chant, Okay?
Ss: Okay!
Chant:
Lions and tigers at the zoo.
【课文导入】
1、幻灯片出示“Cats are small”，强化small,并进行演变，small-tall-ball.教授ball.同时让学生看大屏幕感知tall和ball的相同点,幻灯片出示并猜单词，教授足球football.板书football.出示足球展示I like football.出示幻灯片，“I like football.”并进行具体操练。操练时采取排火车读单词的形式。学生一边传递篮球一边读单词，调动学生积极性，增加趣味性。
一年级下学期外研英语教案M9 Unit 1-1
Module 9 Unit 1 I like football.一、教材分析语言功能：能用英语谈论自己和他人的体育喜好。
语言结构：I /We /They like …教学目标：A. 语言知识目标：能听、说、读：football，bask etball，ping-pong, swimming等词汇；熟练运用句型：I / We / They like football …B. 语言技能目标：学生能用英语来讨论体育项目，表达自己的喜好，了解他人的喜好。
C. 情感态度目标：善于倾听，敢于交流，愿意与他人合作；培养学生热爱体育运动的美好情感。
二、教学重、难点：重点：1. 学生能运用I /We /They like football /basketball /ping-pong.的句型。
2. 能比较熟练地朗读课文。
难点：流利地表达自己和他人的体育喜好。
分清人称代词I, we, they的区别和它们在句子中的正确替换。
三、教学用具多媒体课件，CD-ROM，图片，足球，篮球四．教学过程Step 1 Warming up1. Free talk.Hello, boys and girls. Ho w are you? Let’s play football.2. Listen to a song.Ss: football, swimming, basketball, ping-pong.(设计意图：提出问题，引起学生的好奇心；复习旧知，为学习新知做好铺垫。
) Step 2 Leading inT：Do you know what Panpan likes? Let’s listen. (教师播放CD-ROM)T: What does Panpan like?Ss: Football.Step 3 PresentationT：（act and ask）What do I like …?Ss: swimmingT：Yes, I like swimming.紧接着用同样方式，鼓励学生上台来做一做，猜一猜，说出更多体育项目。
外研版小学英语一起一年级下册教案
Module1: Unit 1 He’s a doctor.Teaching Aims:Review the sentence pattern “This is my…”Review the words: grandpa, grandma, friend, father, mother, brother, sister.Learn to say “He’s / she’s… He’s / she’s a ….”Importance and Difficulties:Distinguish “He’s …” from “She’s …”Students Analysis:“He’s / She’s …” are not difficult in their pronunciation, do more exercises to differ them from each will enough.Teaching Aids:Tape recorder tape a doll Cards head ornamentsTeaching Procedures:Step 1: Warming upSing to greeting.Review colors: Show color cards and ask the Ss “What color?”Review some words: Show some cards and ask the Ss “What’s this?”Let’s count. (From one to twelve.)Step 2: RevisionTeacher shows card s and Ss look and say “Father….”Sticker these cards on the blackboard and read after T.Read the words group by group.Ss say: “This is my father….”Ss review to say: “This is my school bag….”Learn the word “friend.”Read after teacher.Learn to say “This is my friend.”Step 3: PresentationTeacher points to several Ss and says “She’s … / He’s …”Explain with gestures.Write “She’s …” and “He’s…” on the blackboard.Read the sentence pattern.T shows some head ornaments, Ss look and try to say “She’s Lingl ing.He’s Daming….”Read “She’s Lingling. He’s Daming. …” after T.Ask some Ss to go to the front and stand in a line.Ss look and say “She’s…” / “He’s…”Step 4: ConsolidationTeacher makes a model.Ss try to introduce his friend like “She’s… / He’s …”.Te acher points and says “She’s a pupil.” Or “He’s a pupil.”Ss learn to say.Teaching Notes:Module 1: Unit 2 She’s a nurse.Teaching Aims:1. Review the points of the module.2. Learn to introduce a people like “Sh e’s…/ She’s a nurse.”3. Do the exercises of the module.Importance and Difficulties:He’s / She’s a pupil.Words: doctor, pupil, teacher.The exercises of the module.Students Analysis:We have learnt many words in the module: father, mother, brother, sister, grandpa, grandma, friend, pupil, doctor and so on, so it is necessary to review them in today’s lesson, and put the words in the sentence patterns: This is my…/ He’s/she’s…Teaching Aids:Tape recorder a big pencil a doll Cards head ornaments Teaching Procedures:Step 1: Warming upSing to say hello.Review the chant: Where’s the pencil?Ss say the chant together.Put a pencil in different place, Ss look and answer teacher’s question “Where’s the pencil?”Put a school bag on the des k, ask “Where’s the school bag?” Ss answer. Put a big pencil in / on / under the school bag, Ss look and say its location.Step 2: RevisionReview the sentence “Look at the tree.” And “Look at the window….”Review the sentence “So many birds.” And the sentence pattern “So many…”Review to say “Let’s count.”Count from one to twelve.Look the cards and answer “Father / mother / …” quickly.Introduce those cards like “This is my brother. / …”Look and say “This is my pencil….”Review the chant:She, she, she. She’s Amy.He, he, he. He’s Daming.Read the chant after T.Say your classmates’ name. (She’s… / He’s …)Step 3: PresentationTeacher points several Ss and says “She’s a pupil. / He’s a pupil.”Learn the word “pupil.”Ss read the word.Some Ss stand up, the others look and say “She’s a pupil. / He’s a pupil.”Look at the head ornaments and say “She’s a pupil. / He’s a pupil.”Teacher shows the card and says “He’s a doctor.”Learn the word “doctor.”Step 4: Do the exercisesActivity book: Exercise 2 on page 7Exercise 3 on page 9Teaching Notes:Module2: Unit 1 Where’s the bird?Period 1Teaching Aims:Understand the meaning of the text.Review the sentence pattern “A cat is in the box. / Where’s my pen?”D escribe the location like “It’s in / on/ under ..”Importance and Difficulties:The sentence pattern: “A cat is in the box.”Try to ask: “Where’s the orange cat?”Students Analysis:We have learnt the pattern “Where’s the…?”last week, so it is a consolidation of last period, just add some new points: Where’s the orange cat?Teaching Aids:Tape recorder tape a dollPictures CardsTeaching Procedures:Step 1: Warming upGreeting to Ss with a song.A TPR game: Listen and do.T: “Stand up! Sit down! Open your book! Point to the window. Point to the door….”Step 2: RevisionShow four cards. T: “What’s this?” / “This is …”Read the four words in high and low voice.Read fast.T: “If you know, please stand up and read it fast.”Show the wall chart.Describe the location of the pen or the cat in the wall chart.Step 3: PresentationT points to the wall chart and asks: “Where’s the pen?” Ss answer: “It’s …”Write the two sentences on the blackboard: Where’s the pen? It’s in the hat.Read them after T in correct pronunciation and intonation.Ask several Ss to repeat.Read group by group.Step 4: PracticeSs ask T: “Where’s the pen?” T answer.Group 1 ask, group 2 answer from teacher’s points.Change. Group 2 ask and group 1 answer.Practice with your partner.Show some dialogues.Step 5: PresentationT draws 3 pictures on the blackboard: A red pen is in the hat.A green pen is on the hat.A yellow pen in under the hat.T asks: “Where’s the green pen?”…. Ss answer.Write the 2 sentences on the blackboard.Read after T.Ask several Ss repeat it.Read group by group.Step 6: PracticeT points to the picture, Ss ask: “Where’s the yellow pen?”… T answer. Group 1 ask and group 2 answer, then change.Practice with partner.Show your dialogue.Step 7: ConsolidationA game: Look and guess.“Please look at my mouth, and guess the sentence.”Teaching NotesModule3: Unit1 Where is the orange cat?TeachingAims:1. Review the sentence pattern “Where’s the orange cat?”2. Learn to guess the location of object with “Is it under/ in / on…?”Notes:Importance and Difficulties:Use the sentence: “Is it under/ in / on the bed?”to ask the location.Students Analysis:It is not easy for the kids to use the sentence: “Is it under / in / on the bed?” to ask the location. Use the same thing to change its location each time will easier to the kids.Teaching Aids:Tape recorder tape a doll book Cards school bag box pen Teaching Procedures:Step 1: Warming upSing a hello song to greet with each other.Play a guessing game.“Please look at my gestures, and then guess the animal I mime.”Step 2: RevisionAnswer teacher’s question accord to the card.“What’s this?” / “Is it a monster?”Read the four words: doll, bear, bed, and balloon.A game: I hide, you guess.“Look, I hide a card; please guess what the card is.”Look and answer.(Teacher put some stationery, and asks the location.)Write the four sentences on the blackboard: Where’s the cat?It’s in the box.Where’s the orange cat?It’s under the box.Read after teacher and correct their pronunciation and intonation. Ask several students read them.Read the four sentences group by group.Step 3: Presentation and practiceTeacher hides a school bag, a book, and a box under the table. Then put a pen in one of them. (in the school bag, on the box, or under the book…) Ss try to guess the location of the pen. “Is it …?”Write the two sentences on the blackboard:Is it under the bed?Yes, it is.Read after teacher.Ask several students read it.Read fast group by group.Continue to play the game.Step 4: ConsolidationRead the 4 sentences after teacher again.Play a game: Hear and read fast.(Listen to teacher’s sentence, and then read it fast group by group.) Step 5: EndingSummarize the class.Sing and say goodbye.Teaching Notes:Module3: Unit2 How many green birds?Teaching Aims:Learn the numbers: 11 and 12.Understand the sentences “Look at the tree.” “So many birds!” and “Let’s count.”Importance and Difficulties:The pronunciation of “eleven and twelve”.The s entence “Look at the tree.”Students Analysis:In fact, most students have learnt the words: eleven and twelve already, but most of them didn’t catch the right pronunciation of the sound /v/, pay more attention here in class.Teaching Aids:Tape recorder tape a doll CardsTeaching Procedures:Step 1: Warming upSing and say hello.Review the chant.Read the chant together with gestures.Review the four words: balloon, bed, bear, and doll.(A game: T writes the four words on the blackboard, and then read three of them; Ss say the word T doesn’t read.)Step 2: Presentation and practiceA game: Listen and do.(T: “Point to the ceiling. Point to t he window. Stand up! Open your book. Sit down! Close your book. Look at the door.”)T makes gesture to explain the sentence “Look at the door.”Continue to play the game.(Look at the teacher. Look at the ceiling. Look at the floor. Look at the window….)T shows several cards and asks “What’s this?” (tree)Teach the new word “tree”.Read and mime a tree.T: “Look at the tree.” Get the Ss to look at the tree card.Write the sentence “Look at the tree.” On the blackboard.Read and make gestures.Stick the wall chart on the blackboard.Get the Ss to look at the big tree.T: “Look at the tree. So many birds! ”Make gesture to explain the phrase “so many…”.Write “So many birds!” on the blackboard.Read after T and then read together.T: “Oh, how many birds? Let’s count.”Teach “Let’s count.”Write it on the blackboard.Read and correct their pronunciation.Count the birds in the tree together.“OK, now, let’s count, how many birds? One, two, and three…”Teach the number eleven and twelve.T: “How many birds?” Ss: “Twelve birds.”Step 3: ConsolidationRead the sentence on the blackboard again.Fast reaction: Listen to teacher’s sentence and repeat it fast group by groupTeaching Notes:Module 4: Unit 1 This is my head.TeachingAims:1. Understand the meaning of the module.2. Learn the three new words: head, mouth, eye.3. Can survey like: This is my head / mouth / …Importance and Difficulties:1. The pronunciation of “mouth”.2. Do the survey.StudentsAnalysis:This module is funny, the kids like to show their body. The problem is the three words’pronunciation, like /e/, /ai/ and “th”. Practice more here.Teaching Aids:Tape recorder tapes cardsCD-ROMTeaching Procedures:Step 1: Warming upSing to greeting each other.Sing a song.Step 2: RevisionReview some words:Bus, doctor, dress, nurse, driver, coatA game: I do, you say.Read them fast.Review to say: “She’s / He’s ….”Review to say: “This is his / her….”Step 3: PresentationT shows a picture of a head.T asks: “What’s this?”Ss try to answer. (a head)Learn to say “head”.Point your head and read “head” in a little game. Read head in a chant.Learn to say “This is my head.”Learn the word “mouth” and “eye” in the same way. Learn to say “This is my mouth / eye.”Step 3: PracticeRead the 3 words again.Fast reaction: I say, you point.I point, you say.T points, Ss say “This is my head/…”Step 5: ConsolidationGet the Ss to say “This is my pencil. / …”Listen to the tape and try to understand the text. Read the text after the tape-recorder.Teaching Notes:Module 4: Unit 2 These are your legs.Period 1Teaching Aims:Understand and try to say the sentence: “These are…”Review the words and learn a new body word: leg.3. Learn a song: Heads, shoulders.Importance and Difficulties:1. The pronunciation of the sentence: “These are…”2. The English song: Heads, shoulders.Students Analysis:“These are …” is a difficult point to the kids, make simples first and then let them find the order of “these are + -s”, it will be a great help.Teaching Aids:Tape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upGreeting each other.Words game: Ask and answer.Review to say “This is his / her….”Step 2: RevisionReview these body words in a game: ask and answer.Review to survey “This is my / your….”Step 3: PresentationT points to an eye and asks: What’s this?Ss: This is an eye.T points to the other eye and asks: What’s this?Ss: This is an eye.T asks: How many eyes do you have?Ss: Two eyes.T points to her eyes and say “These are my eyes.”Ss learn to say “These are my eyes.”Ss say the sentence one by one.Write the sentence on the blackboard.T points to her legs and says “These are my legs.”Ss point to their legs and say “These are my legs.”Ss learn to say the word “leg”.T point to ears, Ss look and say “These are my ears.”Step 4: PracticeA game: T point, Ss look and say: This is my head. / These are my eyes. .. T shows a pencil to Ss, Ss: This is a pencil.T shows 4 pencils to Ss, Ss: These are pencils.T shows more stationery and asks Ss: What’s this? / What are these?A game: I show, you say.I say, you show.Step 5: Learn the songCD-ROM: Listen to the song <Head, shoulders.>Turn to page 17 and read the words of the song.Sing follow T sentence by sentence and do the actions.Sing the song together with CD-ROM.Module 5: Unit 1 They’re cows.Period 1TeachingAims:1. Understand the meaning of the module.2. Learn four new words: cow, pig, chicken and egg.3. Understand “What are they? They are …”Importance and Difficulties:1. Try to speak “What are they? They are…”2. The pronunciation of the words: chicken and egg.StudentsAnalysis:Animals always the children’s favorite, but today’s animals are not easy to catch. We can make the words into some chant, so that it will be easier to catch them.Teaching Aids:Tape recorder tapes cardsTeaching Procedures:Step 1: Warming upSing the song <Head, shoulders.>Greeting each other.Step 2: RevisionReview words: a game: Ask and answer chantT points, Ss look and say “This is my head…. / These are my ears….”T shows some stationery, Ss look and say “This is a pencil…. / These are erasers….”Step 3: PresentationTurn to page 18.Observe the pictures and listen to teacher.Get the Ss to understand the text.Learn the word “cow”:A. Observe picture 2.B. L earn the new word “cow”.C. Get the Ss count “How many cows?”D. Learn to say “They are cows.”E. Say it group by group.F. T asks: What are they? Ss answer.G. Learn to say “What are they?”H. Say it one bye one.Learn the other new words: pig, chicken, egg.Picture 3: pig---pigsPicture 4: chi ken---chickensPicture 5: egg---eggsWord games: A. ChantB. Left and rightStep 4: PracticePage 19: activity 2.Read after T.Read group by group.Read the conversation one by one.Teaching Notes:Module 5: Unit 2 It’s thin.Period 1TeachingAims:Learn the new words.Understand the text.Importance and Difficulties:The new word “thin”.The meaning of the textStudentsAnalysis:The text is not easy to the kids, actually they cannot express their meaning like this, today’s key points is learn to describe the things, like “It’s thin/ fat/ little/ pink” etc.Teaching Aids:stationeryTeaching Procedures:Step 1: Warming upSing to greeting.Sing a song.Step 2: RevisionWords chant: Ask and answer chantWatch the CAI and review the sentence patterns: What are they? They are cows.Game: T imitates the animal’s voice; Ss guess “What are they?”Step 3: PresentationObserve the wall chart of the text.Learn to say: mother pig, father pig …Watch the card and learn to say “baby pig”.Look at the father pig and learn the new word: fat.Look at the mother pig and learn the new word: thin.Count: How many baby pigs? Six.Look at the baby pigs and learn the new words: big, littleRead those words and do the actions after T.Watch the card and learn the new word “pink”.Step 3: PracticeReview the colors.T points, Ss read the words.T says the word, Ss do the actions.T do the actions, Ss says the word.Words chant.Watch the pictures and say:This is a panda. It’s fat.This is a monkey. It’s thin.This is a baby pig. It’s little.This is a father pig. It’s big.Blackboardwriting:Teaching Notes:Module 6: Unit 1 These snacks are short.Period 1TeachingAims:1. Understand the meaning of the module.2. Learn four animal words: snake, giraffe, elephant, lion3. Try to understand and learn “long, short,tall, and short”.Importance and Difficulties:Understand the 2 meaning of the word “short”.The pronunciation of “giraffe”.StudentsAnalysis:The four animal words“snake, giraffe, elephant, lion” is not popular as “dog、cat、fish and fish”, there will be more time to read them out.Teaching Aids:Tape recorder tapes cardsCD-ROM pictures wall chartTeaching Procedures:Step 1: Warming upGreeting each other.Review: cow, pig, chicken, eggStep 2: RevisionReview “They’re …”Read activity 2 on page 19.Express time: Describe the picture on page 20.(The pig’s family)(The chicken’s family)Step 3: PresentationLingling and Amy went to the zoo today.Learn the word: zooLearn to say: Let’s go to the zoo.Observe picture one and find the animal.Learn the new word: snakeRead the word after T and correct Ss’ pronunciation.Read the word in a little game: High and low voiceLearn the new words “giraffe, elephant, lion” in the same way. Game: Fast reactionGame: I say, you do. / I do, you say.Point and say: They’re snakes. …Look at the picture and try to understand “long, short, tall”. Read those words.Game: I do, you say.T do the actions, Ss say the word.Step 4: EndingRead all the words together.Sing to say goodbye.Teaching Notes:Module 6: Unit 2 They’re little and cute.Period 1TeachingAims:Learn the new words “cute” and “scary”.Try to say: The baby lions are cute.The mother lion isn’t cute.It’s scary.Importance and Difficulties:1. Try to introduce the lion’s family.2. The pronunciation of “isn’t”.StudentsAnalysis:“Cute and scary”are adjective verbs. We can understand their meaningsTape recorder tapes cardsstationeryTeaching Procedures:Step 1: Warming upSing to greeting each other.Words game: Ask and answer chantStep 2: PresentationT: Amy and Lingling went to the zoo. They are watching the lions. Learn to express: baby lionCount: “How many baby lions?”Write “The baby lions ” on the blackboard.Read after T.Observe the baby lions and learn the new word: cute.Learn to say: “The baby lions are cute.”Read row by row.Observe the mother lion and learn the new word: scary.Learn to say: “The mother lion isn’t cute. It’s scary.”Correct the pronunciation of “isn’t”.Read the sentence team by team.Step 3: PracticeText: Listen to the tape.Understand the meaning of the text.Try to read the text.Read the text after T sentence by sentence.Read the text by themselves.Page 24: Activity 2 Look and say.Blackboard-writing:第三册Module7 Unit1 There is a cat in this tree.一、教材分析：本单元是《新标准英语》（三年级起点）第三册第模块第一单元的内容，根据《小学英语新课程标准》提出的目标，其中一个非常重要的目标就是要激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心，使他们初步具备用英语进行简单日常交流的能力。